Resumen

SOBRADO FERNANDEZ, Luis M; CEINOS SANZ, Cristina; COUCE SANTALLA, Ana I  y  RIAL SANCHEZ, Raquel. comunicación orientadora y acción tutorial en educación. Paradìgma [online]. 2005, vol.26, n.1, pp.117-136. ISSN 1011-2251.

The teaching staff who carry tutorials need to bear in mind the fact that their pupils are going through a especific period of evolution, that their daily activity revolves around the school bodies, that they bring with them a personal baggage which is both of personal and family nature, that they are entering a class with a group of companions who in turn interact with an educator. All of  the above mentioned aspects must be taken into account if the tutor desires to have an adequate knowledge of his pupils. The teaching tutors are directly responsible for the entire educational process of their pupils, as well as all the other responsibilities that a teacher has. Both knowledge and communication with their pupils are fundamental requirements for a tutor to be able to carry out his/her psycho-pedagogical role with them. The nature of a tutorial basically consists in an interpersonal communication process, where its participants (educator, pupils, etc) express their feelings, ideas, emotions, etc., about themselves, via verbal signs or gestures and with the intention of intervening and influencing, in some way, the behaviour of other people (Valdivia, 1998). The final aim of  tutorial communication consists in giving and receiving,  a constant feed-back. This technique demands a series of abilities to know how to develop a communicative sensitivity in relation to the other members of the tutorial, as well as being able to put yourself in their place.

Palabras clave : guidance; tutorial counselling; communication.